The fact is that businesses in every single field of work and in every location rely on computers. Another fact is that computers are highly complex machines. This leaves their users with two problematic issues to contend with. One, computers will inevitably breakdown or suffer from some type of glitch occasionally. The second issue is this, the great majority of people have not the ability, knowledge or resources to solve these problems themselves. Guess what, this is the time that your acquired skills from online computer degrees program is going to make you money.

By getting the online computer degree, you will now be a computer engineer skilled in several areas of computer maintenance, repair, diagnosis and many others. With this title and its accompanying skills your ready to work for firms such as, banking institutions, governments, law enforcement agencies and any other fathomable industry.

If you already have some knowledge about computers and their related issue, thats even better, you can begin your online computer degree at the level that you currently are at. So, start from the beginning or compliment the knowledge that you already have to become a competitive, skilled worker in a field that is greatly needed with online computer degrees.

Online Computer Degrees Studying a At A Distance is a post from: Reference Education Center | At4schools.org

In 2001, the Ohio schools made a major shift in approaching students with disabilities by revising school policy to require students with disabilities to participate in state assessment. Now, content standards are the focus of instruction for all students in every classroom, and a variety of research-based instructional strategies are aligned with the content standards. A coherent array of interventions, supports and services are used to ensure the success of students with disabilities. The policy now is that assessment is a reflection of instruction and instruction is a reflection of assessment, creating a shared responsibility for the education of students with disabilities.

The Ohio schools goals for teaching students with disabilities are standards, capacity, and accountability. They will improve access to, participation in, and progress in the general curriculum, based on the Ohio academic standards, for students with disabilities. Encouraging others to consider students with disabilities as general education children first is the capacity goal assuming they will achieve, rather than assuming they may not achieve. The goal of accountability is to increase the performance of children with disabilities on state and district assessments from which they previously have been exempt.

The Ohio schools developed the following strategies for improvement:

Redefine special education at the state level to shift focus away from compliance and paperwork to standards-based instruction for all children.
Implement a statewide monitoring system designed to assess district/educational compliance with federal and state law applicable to students with disabilities.
Align the work of the Special Education Regional Resource Center (SERRC) network with the priorities of the Ohio schools, including No Child Left Behind, differentiating instruction, positive behavior support, reading/literacy, and progress monitoring.
Maximize use of federal and state funds earmarked for children with disabilities.
Develop and disseminate products, tools and services focused on improving results for student who are at risk, including students with disabilities.
Use the accountability system to leverage change in policy and practice at the local school level.
The Ohio schools are focusing attention and energy on assisting all students to achieve high academic standards. They are preparing and supporting teachers and administrators to ensure that all students are taught what they need in order to succeed. They are adapting the public education structure in a manner to ensure all students will learn the Ohio schools academic standards.

This means fewer but more meaningful goals for all students, effective use of student assessment data and resources, a fundamental shift in focus from what is taught to what children learn, and allowing assessment to drive classroom instruction, which is rigorous and aligned to the standards.

The Ohio schools are creating a culture where each student feels valued and is given the ability and tools to succeed, including the students with disabilities.

Ohio Schools Closing the Gap for Students with Disabilities is a post from: Reference Education Center | At4schools.org

New York City schools and the United Federation of Teachers developed a creative method to fill the need for experienced, certified teachers a new housing support program. It is considered one of the most concerted and generous programs aimed at recruiting teachers in subject areas with the worse shortages. The joint effort is a rare example of cooperation between the two parties.

The housing support program gives incentives worth up to $15,000 to certified teachers in the shortage areas. The initial payment incentive is up to $5,000 for housing-related expenses. These expenses include relocation costs, down payment on a mortgage, and rental fees and deposits. This initial payment is followed by a monthly housing stipend of $400 for a two-year period.

Additionally, the New York City schools and teachers union have partnered with the citys Department of Housing Preservation and Development to provide home ownership assistance to these teachers. This will include home ownership counseling and access to down payment assistance for eligible teachers and their families.

To qualify for the housing support program, teachers must have at least two years teaching experience, be able to pass a rigorous selection process, and be willing to commit to teach in New York City schools for at least three years. Former New York City schools teachers with two years teaching experience, certified and have been out of the New York City schools system for at least two years also are eligible for the program. Teachers already living in the New York City schools area and wish to switch to the city schools could use the money for existing rent and mortgage payments.

The innovative program creates an opportunity for all members of the teachers union to avail themselves of these housing subsidies and defray the higher cost of housing in the New York City schools area. It is one of the most aggressive housing incentive programs in the United States. In comparison, Chicago schools offer a $7,500 subsidy, while California offers up to $20,000 but all of it must be repaid.

The New York City schools are strategically recruiting with trips to the state of California, which has comparable housing costs, as well as other states in the northwestern and southeastern areas of the United States. Additionally, an advertising campaign will promote the New York City schools program in the local and national newspapers, as well as other print and electronic media. The New York City schools are hoping to hire an extra 100 teachers for the 2006-07 school year. Teachers hired will begin work in a high-need middle or high school, where these teachers are most in demand.

The new housing support program will make a real difference to underserved students and gives a competitive advantage to the New York City schools.

New York City Schools and Teachers Union Join Forces to Attract New Teaching Talent through Innovative Housing Support Program is a post from: Reference Education Center | At4schools.org

In 2001, Houston schools instituted a Declaration of Beliefs and Visions, which defined for school employees and the community what the district stands for and where it is going. The five goals put forth in the declaration are to:

Increase student achievement,
Increase management efficiency,
Bring all school facilities up to standard,
Improve public support and confidence in the Houston schools, and
Create a positive district culture.

The declaration determined to accomplish these goals through:

An educational structure built upon the relationship between teacher and student,
Decentralization and shared decision making,
A common core of academic subjects for all students, and
Focus upon performance, not compliance.

The two new systems for the Houston schools provide a roadmap to achieve and measure the progress of these goals. Both are detailed and objective, providing a systematic means for meaningful and quantifiable organizational improvement.

Board Monitoring System

The monitoring system is comprehensive and demanding with data-driven accountability. It requires the superintendent to submit regular reports to the trustees on key education issues. These issues are student academic progress and readiness for college, quality of teachers, and how effectively funds are used in support of student instruction.

The reports must be in a specific, standardized format for future comparison. This includes what exactly is to be reported, how it is to be reported (using easy-to-understand data and bar charts), and how often the reports are to be submitted. The board wants nothing to be left to interpretation or guesswork, believing this too often is the cause of misperceptions formed of large, urban school districts. The information is to be used by the board for monitoring purposes, as well as provided to students, parents, teachers, the community, and the news media.

Superintendents Performance Appraisal System

The complement to the Board Monitoring System is the new performance appraisal system for the superintendent, which is expected to drive the focus for the Houston schools from the superintendent down to the classroom teacher. The system is objective and quantifiable, allowing the board to focus their attention on the performance levels the Houston schools need to reach. It requires more in-depth reporting and analysis of educational issues than the state of Texas currently requires. Specific goals of the appraisal system are to improve academic performance, management efficiency, and public and employee confidence and satisfaction.

The specific Houston schools educational issues that directly impact students and addressed by both new systems are:

Dropout and graduation rates the aim is an 85 percent graduation rate by the 2006-07 school year;
Achievement gaps by student groups, broken down by ethnicity, economic status, and gender;
Number and percentage of students:
? Who are promoted to the next grade, as well as those held back,
? Served by special education programs, as well as those who have moved out and no longer need these programs,
? Receiving the highest scores on the state-mandated achievement test, and
? Who take exams for advanced placement courses and those who pass these courses; and
Student college readiness, including:
? The college-ready scores from the state-mandated achievement test,
? Number and percentage of students taking dual-credit courses, earning college credit while in high school,
? Number and percentage of students who graduate under the states Recommended High School Program, and
? Number and percentage of students who score above the national average on the S.A.T.

Other issues addressed that indirectly affect student achievement are:

Teachers attendance rates;
Number of teachers teaching outside of their areas of certification;
The effectiveness of tax dollars spent on teaching and the learning process;
The effectiveness of educational programs costing $1 million or more, and whether they should be modified or discontinued;
School employee attitudes toward the Houston schools board and their work environment;
Progress in bringing Houston schools facilities up to standard;
Public perceptions about the Houston schools board and its direction; and
Progress in achieving a recognized status as an accountable school district.

Both systems outline expectations, set clear direction for action and improvement of quality education, facilitate regular and ongoing discussion for program effectiveness, use straightforward data, and hold the entire organization of the Houston schools accountable. Both systems were developed to evolve and change in response to the Houston schools board and communitys demand for better education for the students and ever-increasing accountability.

New Monitoring and Appraisal Systems for Higher Scholastic Achievement in Houston Schools is a post from: Reference Education Center | At4schools.org

The error in thinking is the belief that the NCLB test ratings are fair and accurate. The system does not factor out the disadvantages and/or advantages of wealth and demographics, creating an inequity in the rating of schools. Low-income schools must provide programs, such as preschool, tutoring, remedial classes, and bilingual services, to their students, as well as the cost of more administration required by the state and federal grants that make up the largest percentage of their budget. Wealthier schools that primarily depend upon local funding (generally from property taxes) for their budget have few government constraints, few low-income students requiring special programs, and flexibility in how their budget is used. This means wealthier schools can provide more educational opportunities and enhancements (i.e. access to technology, fine arts and music, extracurricular activities, teacher professional training and improvements, and teacher administrative support) that impoverished schools cannot afford.

The Dallas Schools have developed their own rating system that factors out these disadvantages/advantages, putting all Dallas schools on an even playing field. Available funding, government requirements, the educational level of students entering kindergarten, and the demographics of the community are all factored out of the Dallas schools test rating metric.

Under NCLB, all schools across the nation must test children in reading and mathematics annually between third and eighth grades. The state, using NCLB mandated measures for school performance, calculates the percentage of various student populations that annually meet or exceed the states academic standards. Otherwise, they must measure the progress of student groups towards a universal fixed point.

Dallas schools use a value added school rating system that provides more accurate information, measuring individual student progress from a relative starting point. They then compare the scores with the same students scores from the previous year. Dallas schools score higher if students on average score higher than predicted by the previous years test scores and if the schools overall performance is better than that of other Dallas schools within the same demographics. If Dallas schools perform lower than predicted, they earn a low rating.

Herbert Marcus Elementary, part of the Dallas schools system, is the ideal candidate for the NCLB program. It is located in the inner city of Dallas, the building and grounds are run down, classes are overcrowded, and it is positioned on the edge of a grimy industrial zone. With 1,140 students, almost all are from low-income families and two-thirds speak English as a second language. Even the parents average a seventh-grade education.

Under Principal Conce Rodriguez, the school has done everything right in recent years students wear uniforms, teachers submit weekly progress reports on every student in every subject, an expanded preschool program, teacher attendance incentives, and a large tutoring project, just to name a few. A community liaison, hired by Rodriguez, has increased the PTA membership to 700 (the largest in Dallas schools) and typically 50 parent volunteers daily at the school. Student attendance is at 97 percent, one of the highest in the Dallas schools system.

Under the Dallas schools rating system, Marcus placed 19th out of 206 Dallas schools, a significant accomplishment with such difficult demographics. Under the NCLB mandated rating system, Marcus placed 76th as only acceptable, one step away from being rated as failing. Needless to say, the Marcus educators, students and parents are none too pleased with the NCLB rating system. Some teachers have left Marcus from sheer frustration with the NCLB system and gone to wealthier Dallas schools, where they believe their accomplishments will meet with some recognition. A terrible loss to Marcus or any impoverished school, where quality teachers are scarce.

Other Dallas schools are being similarly penalized by the NCLB rating system. Dallas schools that ranked 2nd, 5th, 8th and 16th under the Dallas schools rating system were ranked 94th, 77th, 83rd and 107th, respectively, under NCLB. Additionally, the school that placed third under the NCLB rating system in the Dallas schools ranked 25th under the Dallas schools rating system. This shows the inequity of the NCLB rating system.

Since shortly after its passage, the NCLB has been under heavy attack by Congressional democrats, Texas republican legislators, and teacher unions. Though Dallas schools educators and parents support the high-stakes testing, they see the unfairness of the rating system used. They wish to see NCLB take a cue from the playbook of Dallas schools to accurately measure improvement in student achievement and factor out the demographics.

NCLB Program Should Take Its Cue from Dallas Schools is a post from: Reference Education Center | At4schools.org

The god has created this wonderful universe. In this universe he/she has sent human to live. In human he/she has inserted an organ named brain. The brain generates ideas, these come from knowledge and finally knowledge can be gather only and only by education. Thus education is a basic fundamental need of human to live natural life.
In future, India is going to be largest population hub of world. Are we providing our new born brains that knowledge which they deserve? My Right deals with this aspect of futures India. Right to education has become fundamental right in Indian statues books in 2002, as once Indian parliament had given its approval to 86th constitutional amendment in 2002 under article 21A of constitution. According to this every Indian child 6-14 year of age has fundamental right to free and compulsory education. Additional to this government of India has introduced a bill called Right to education bill 2005, which deal with early age child care and education for all children until they acquired the age of six. It also says that, it is the fundamental duty of every Indian parent to provide equal opportunities to his/her children of age of 6-14years to get education.
Please look into this for my sake.
Population
(6-14years) 226204139
Below poverty line
Population(6-14 years) 56573568
(25%)
Total of students
(primary) 149400000
Number of schools
(primary) 664041
Number of teachers
(primary) 2900000
Teacher/students ratio 40/teacher
Children not able to attend
the school (primary) 76804139
(33.9%)
%of girls out of school 39%
Expenditure on education 4.02% GDP
Source: census 2001&: UNICEF statistical year book

What are the reasons behind this all?
1. 25% of Indian population still live below poverty line means 2. The low adoption of modern education system by Muslims.
India is a multi religions nation.
a) % of religion based population
b) %of illiteracy among 6-14year
Above facts clearly tell the whole tale itself. 30.8% of my Muslim friends are remaining illiterate in target age for universal elementary education campaign (6-14 year). This is highest among all religious population in India. It is largely because, Muslims prefer theirs religious education over modern education.
3. Gender bias ness.
The Indian society is fully male dominant. The gender equation always tilts towards male section of society, decline sex ratio; numbers of women in different parts of society to government position is clear cut message of bias ness towards women in my part of world. This is also a hurdle in making my school/class fully humane. (Where every child of age 6-14 year can attend it
without any consideration of caste, creed, religion and gender).Please go through it. After making every girl child into school/class room, then and only than we can see education for all in real sense.

primary school
enrollment rate Primary completion
rates Youth illiteracy Rate (% of people aged 15-24)
Male
91
85
20.3
Female
76
69
35.2
Source: world Bank
4. Urban based education system.
Education system of India is urban centric, Every financial capable Indian parent want to send theirs kids to these urban schooling, so big gap has been created in favors of urban because all good schools, educational institutions and universities are based in urban areas.
Who is caring for me?
The education in India is subject of all and none to responsibility. As per Indian constitution education fall in concurrent list, which mean federal and state governments has its say on this all important subject of human development. Following are my care takers.
1. Federal government.
2. State government.
3. International agencies (united nations)
4. Private sectors.
What are being done for my sake?
1. Sarv shiksha abhiyan(Indian universal elementary education campaign)
2. Mid day meal programme(food for education launched in 1995 and revised in 2004)
3. District Primary Education Programme (launched in November, 1994 to overhauling the primary education system in India)
4. Kasturba Gandhi Balika Vidyalaya (Setting up unto 750 residential schools with boarding facilities at elementary level for girls belonging predominantly to the SC, ST, OBC and minorities in difficult areas.)
5. Programme of Mobilizing Local Support to Primary Schools (PLUS)(launched in 2004 to get additional local resources by local support.)
6. 86th constitutional amendment in 2002 under article 21A of constitution. (every Indian child 6-14year of age has fundamental right to free and compulsory education)
7. Right to education bill 2005. (Early age child care and education for all children until they acquired the age of six.)
What I require?
As above stated programmes and schemes are being run by different federal and state governments agencies for me but still I am not able to reach school yet. So to get me enroll in school, I require following.
1. One teacher for 15 students

Students/teacher ratio Source: UNESCO
Above pictorial facts show that developed nations has always less Students/teacher ratio as compare to developing side, but some developing nations has achieved shoulder to shoulder with developed ones like China, Iraq etc. As identical to China, I require one teacher for 19 students of my class.
2. One School in one kilometer radius.
India has 2973190sq.km Land area. AS one school with in one kilo meter radius need approximately 2000000 primary schools, where as only 664041 schools are for me. This clearly means 1335959 more schools I require to get my education near to my home.
3. Free education for all
As per 86th constitutional amendment has ensured me free and compulsory education (6-14year age). But in practical rural India and some urban, it is too implemented in true sprit.
4. Common education system across India.
As in India education is subject for all but responsibility of none, because there is not a uniform education system in nation. This has made me more vulnerable when I have to move around nation in my 6-14 years child hood. So I need a common education system across the nation to make me easy at every part of country as same.
5. Education in my mother tongue
Language is the first barrier which a child has to face in his/her school entrance in India. If it is removed than I may really not fear to attend my school as I do now. Which in latter becomes substantial reason of my drop out from schools.
Where lay my future?
My future is lying in your hands. The world fraternity has pledged in April 2000 at Dakar (Senegal), education for all unto 2015 A.D. Where as my Indian education planners has set 2010A.D for me to be in school/class room. Last not the least is my humble request to all who are concerned with this mission education for all that kindly look into above plight, so that my right for universal elementary education will be available to my every brethren and sisters at the time of theirs birth.
Plighted by
An Indian child of 1967
E- mail:drawat@abcnewsnetwork.com

My right: Universal elementary education is a post from: Reference Education Center | At4schools.org

You must set expectations for your students, demonstrate the behaviors, and be vigilant to correct the kids. Don’t waver on your expectations; inconsistencies will only confuse the students and cause you more problems.

If you stay calm, collected, and in control, your students will exhibit the same behaviors. The same is true about enthusiasm; if you are excited about your lesson and truly believe in its importance, the kids will respond in kind. Conversely, the kids will know when you are tired, bored, don’t want to be there, or are ‘winging it.’

If you are late to class, or don’t start on time, the kids will pick up on it and be more likely to do the same. The same is true about the way you dress, the way you act, the language you use, and your ‘body language’.

If you want your students working from ‘coast to coast’, or from bell to bell, you need to set the expectation of activity all hour. Start with a warm up, and ensure the kids are doing it. Keep them busy on activities with transitions between each. Don’t let there be any down time. Work them to the end of the period, and have them pack up when you say so, not whenever they want to.

If you want your students to quietly read in class, but you are spending that time working on other things, it sends the message that you don’t value the activity personally. Modeling the skill for the kids reinforces your belief that it is important. It shows you as a lifelong learner who values the skills you’re teaching them.

The same is true for writing, or labs, or math problems. Students rarely have the chance to see real people performing schoolwork – for many, the only examples (and role models) are their classmates. Work along with your students.

Now this doesn’t mean you have to do this the entire time. You must also supervise, coach, monitor, and actively support their learning. But you can spend at least a few minutes ‘at their level’.

Be a positive role model for your students. Don’t just explain and show the behavior; be the example day in and day out.

————-
For this article, and more on teaching and education, be sure to check out our website:

http://www.starteaching.com

Frank Holes, Jr. is the editor of the StarTeaching website and the bi-monthly newsletter, Features for Teachers. Check out our latest issue at:

http://www.starteaching.com/Features_for_Teachers_2feb2.htm

You can contact Frank at:
editor@starteaching.com

Modeling Student Behavior is a post from: Reference Education Center | At4schools.org

Human mind is numberless wonder of whole universe. This is the most fertile field of world. More you sow much you reap out of it.
The usage of this part of human body needs accurate and precise approach. The tool to sharpen the upper part of human body is only through education. The education can change the life of human being. This had been proven by scientific development of our world. Thus in most advanced and developed society, every possible care is taken in education sector applications.
Are we in India caring for this vital aspect of human being? This story is a little effort to discuss the national education with special reference to one of the leading and progressive state named Haryana.
According to 2001 census the population of largest democracy of the world was 1027015247. The managing of this huge population is a specialized job. To do this it required extra accuracy and farsightedness approach. Education is among first thrust, which need to be carefully managed, because it is directly linked to development of nation.
In 2002 India had 199144199 students starting from class 1 to higher education level. It means 19.3% of population was of student community.
Government and NGO’s are working hard to expand the area of education in the country, but their efforts are not yielding up to mark satisfaction.
In India in 2002 there were 113883060 students in primary school level. In middle school level numbers of students were 44828235. That means 69% of primary school students’ left their studies before or after fifth class. The facts and figures are similar in every year.
In same year (2002) there were 44828235 it mans 55% of student in middle school level whereas the number of high school students 20053986 who gave up their school bags after eight class. Continue to this process 48% of students left their studies from high school level to secondary level.
But here in last I am very surprised to see that after 10+2 level study gives up cases has drastically come down to 5%. This statistics clearly indicate that if student reaches primary level his or her probability of leaving school is 61%. If students cross first barrier (primary level) and reach to middle school then his percentage of leaving come down to 55%. Further after 10th standard to secondary levels this percentage further come down to 48%. Finally if he / she get passed 10+2 exam, the percentage to achieve higher education / professional education is 95%, which is very high as comparative to primary and middle level. These facts and figures clearly indicate that primary to middle classes are studies leaving prone classes.
Are these studies leaving the prone classes targeted by our education planners? . Answer is clearly no. This is very evident from following statistics.
In primary school level student / teacher ratio in India is 59:1, for middle class it was 31:1, whereas in 10+2 level it was 17:1 in 2002.In comparison to above after 10+2 level education there are 272 universities, 8737 colleges (general), 838 technology/ engineering college, 725 medical college, 846 teacher training colleges, 5462 polytechnic and it is and 1175 teacher training schools. This type planning will show its effects on society because knowledge level of population will be of high contrast. This will lead to fragmentation of that society which is already fragmented in the name of religion, caste and creeds. In this situation, the Education will work reversibly. This can be averted by making middle level focused education policy.
So emphasis of our education policy should be on study leaving prone classes.i.e.5th to 8th classes. The environment and education should be planned in such manner that student of these classes does not leave their studies in want of school are money. If the quantum of the students increases in 10+2 level then there will be more and more talents available for higher studies. This will not only enhance the level of knowledge among all sections of society in equilibrium but also give up maximum opportunities to maximum. This will show results in quality of higher study level. In which 50% of education budgets are invested. Take the case of Haryana in education. This small state has done commendable work as compare to other states of India. But due to non-practical approach of education planning, as in national education policy results are not up to the mark. Student teacher ratio in primary level was 39:1 as compare to national student teacher ratio 59:1 in 2002.
For middle classes this ratio in state was 33:1 in contrast to national average 31:1. Here one point is to mention this state was created on 1st nov.1966. The above student teacher ratio for the corresponding year was 43:1 and 30:1 for primary and middle classes respectively. Education budget at the creation of state in 1966 was merely 277.2 Lac rupees. Which reached 138429.51 Lac was invested which was 55.7% of total money allocated to education.
Thus after this statistics of one of the pioneer states of India one can guess situations in UP, Bihar, Orrisa and rest of other states of country.
To make mind blowing and not blowing quantum of the student is directly linked to excellence in education. Money and personals are here only precise planning is required.
Will our education planners ever do this and when? Answer to these questions lies in dark room. Who will open the doors of this dark room is to be seen yet.

Dinesh Singh Rawat
E-mail:drawat@abcnewsnetwork.com

MindBlow and Mind Below is a post from: Reference Education Center | At4schools.org

Previous requirements for graduation in the Michigan schools reflected an economy and society that no longer exist, nor did they represent the real world demands of work and college. Michigan schools skills and course subjects that were once optional for students after graduation now are essential to enter college or the workforce. In a 2005 survey, only 24 percent of the graduates said they were significantly challenged during high school, while a recent survey showed one-in-five graduates thought expectations were low and it was easy to slide by. National data indicate that academic achievement in high school reading, mathematics and science has been mostly stagnate for decades.

Michigans Governor Jennifer M. Granholm backs the new Michigan schools program, stating that the states economy will suffer if Michigan does not have a highly educated workforce. Her goal is to double the number of college graduates in Michigan, and the new Michigan schools high school graduation requirements will ensure the goal is met.

The new Michigan Merit Curriculum requires Michigan schools graduates to successfully complete both the Michigan Merit Core and the 21st Century Learning Core. The new Michigan Merit Core consists of the following coursework:

English Language Arts, integrated Humanities sequence, or CTE sequence 4 credits
Mathematics 4 credits with one credit each in Algebra I, Geometry, Algebra II, AND an additional mathematics or mathematics-related credit in the senior year, integrated mathematics sequence, or CTE sequence
Science 3 credits with one credit each in Biology, Physics or Chemistry, and one additional credit of science, integrated math sequence, or CTE sequence
Social Sciences 3 credits
Civics and Economics 5 credits
U.S. History and World History 1 credit each, integrated with Geography, integrated Humanities sequence, or CTE sequence
World Languages 2 credits
Health and Physical Education 2 credits
Visual and Performing Arts 1 credit

Additionally, students in their junior year must take the Michigan schools Michigan Merit Exam or the alternate MI-ACCESS assessment exam. Those who do not pass in their junior year have another opportunity to take the exam in the spring of their senior year. Additionally, the Michigan schools are developing high school content expectations to serve as a guide to curriculum development for the school districts.

The Michigan schools new graduation requirements instill rigor into the high school coursework, but provides some flexibility for school district phase-in of the new requirements and student modification provisions in some limited situations. The new Michigan schools requirements begin with the freshman class in the fall of 2006.

Michigan Schools Improve High School Graduation Requirements is a post from: Reference Education Center | At4schools.org

1. Draw a silhouette of Martin Luther King, Jr.’s face against a plain background; then add lines to create a puzzle. Add words that rhyme with ‘king’ in the spaces of the face and words that rhyme with ‘men’ in the background. Color the first set of words brown and the second set of words red. NOTE: Vary the activity by adding equal math problems in the face and unequal math problems in the background (ie: 4+6=2+7+1 versus 5+3=2+3+4).

2. Make a Criss-Cross puzzle with these words: Atlanta, dream, equal, laws, leader, minister, peaceful, and prize.

3. Use the same words in Tip 2 to fill in these blanks:

Martin Luther King, Jr. was born in _____, Georgia. Dr. King received the Nobel Peace _____. MLK worked to change unfair _____. Dr. King gave a famous speech called “I Have a _____.” MLK was a great _____. When he grew up, Martin Luther King, Jr. became a _____. Dr. King believed that all people should be _____. Dr. King believed in _____ protests.

4. Have older children look up the following words in a dictionary, encyclopedia, or the internet: segregation, prejudice, equality, civil rights, nonviolent resistance, protest, demonstrations, equal opportunity, Nobel Peace Prize, assassinated, tribute. What does each word or phrase mean? How can you apply it to Martin Luther King, Jr.’s life?

5. As a culminating activity to your unit, have a panel of ‘interviewers’ ask ‘Dr. King’ questions.

6. As an alternate activity, have children write a play. Different groups of students can focus on various aspects of Dr. King’s life.

I hope these ideas are useful and have inspired your own creative thinking.

And remember…Reading is FUNdamental!

(Answers to Tip 3: Atlanta, prize, laws, dream, leader, minister, equal, peaceful)

Martin Luther King, Jr. Teaching Tips is a post from: Reference Education Center | At4schools.org